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Global Talent Academy welcomes families from all over the world. Many families in the UK do not speak English as a first or home language. It is important to tell us if this is the case for your family. This will help us understand how best to support you and your child. The English as an additional language (EAL) service supports both early stage EAL learners and more advanced bilingual/multilingual learners in relation to the acquisition of English. At GTA, we aim to support teachers, parents, EAL coordinators, subject leaders and teaching assistants. The aim is to share knowledge and practice in this specialist field such that the learning needs of a range of pupils can be addressed.
The service is committed to:
Supporting students, families, and schools in need of EALHelping students in need of support for GCSE English Mentoring and coaching EAL studentsHaving collaboration with parents and schoolsCreating online courses/webinars/podcastsBoosting engagement and collaborationDeveloping independent learning
The success and achievement of pupils depends upon a clearer understanding of their social, cultural and language needs together with knowledge of good EAL teaching practice. GTA has a dedicated phone line which parents and schools can access in order to clarify information: +447438434539.Or you can reach us through our email address: ku.gro.atg%40ofni
English language proficiency is the major factor influencing the performance of students with English as an additional language (EAL) in English speaking countries. With English being the language of instruction in the UK, for students to fully and effectively access the curriculum, clearly they need to be fluent in English. In fact, English is a core subject of the National Curriculum and English is also the 'language of schooling'. ‘English across the curriculum’ conceptualises students applying their knowledge of speaking, listening, reading and writing to other areas of subject knowledge. Moreover, the subject of English is highly politicised and contested. Thus, English as a subject is so challenging for EAL students who are not yet fluent in the four skills of speaking, listening, reading and writing. Furthermore, the curriculum in English can create additional linguistic and cultural demands on EAL students, making subject knowledge and understanding more challenging. In spite of these linguistic demands, statutory assessment in English for students learning EAL is the same as for native-English speaking students. This issue is increasingly important given the growth in the EAL population in the UK over the last decade.